The nature of giftedness and talent is discussed in terms of definitions and characteristics of the gifted/talented population. Research and literature on gifted/talented children is reviewed, including the work of J. Renzulli, L. Terman, and J. Goertzel. (SBH)

There is considerable interest in the education of gifted and talented youth in countries around the world. Gifted programs in Australia, Poland, the United Kingdom, and Israel are described, as examples of the approaches used globally. Identification procedures, teacher education, and general educational principles for gifted education are also…

The author reviews varied concepts of differentiated curricula for gifted students and identified four curricula which must be considered: the general education curriculum, the specialized curriculum, the subliminal/covert curriculum (including affective factors), and the curriculum of nonschool educative settings. Factors involved in each of the…

Suggestions are made for a new paradigm for identifying talent potential in underserved populations. Suggestions focus on dynamic assessment of gifted behaviors within students' own sociocultural contexts, more varied and more authentic assessment, and integrating identification processes with learning opportunities. (Author/PB)

The author describes his early experience with the Talented Youth Project and stresses the need for planning the total experience of the gifted student. Models for curriculum differentiation are noted. (CL)

The author discusses the concept of leadership in general and makes suggestions for developing leaders in the area of gifted child education. (CL)

The article examines the nature of leadership, ways to make leadership at the university level more effective, university training for leaders of the gifted and talented, training gifted students for leadership, and the view of leadership as a special type of giftedness. (DB)

This monograph presents a paradigm for identifying giftedness among all groups of young people. Section 1 presents a review and critique of traditional identification approaches and highlights the limitations that tests may have for identifying talent potential among groups currently underrepresented in gifted programs. Section 2 examines the…

The Israel Arts and Sciences Academy, a three-year residential high school for students gifted in arts and sciences, is described. The article discusses the academy's beginnings, program design (based on a four-ring structure to include specialization, core studies, community involvement, and values), and the "Discovery" and…

Schools can utilize community resources and the family to nurture the student with exceptional talent. Programs such as the Student Leadership Development Program in Dade County, Florida, identify community resources, facilitate the engagement of these resources with students, and integrate these extended educational experiences into the total…

This paper looks at broad trends in education of the gifted and identifies elements that states should review and reconsider in terms of the current climate for educational reform. The 1972 Marland report is contrasted with the 1993 report of the U.S. Department of Education titled "National Excellence: A Case for Developing America's…

A group discussion presents recommendations for the design and development of Israel's residential high school for excellence in the arts and sciences. (KM)